1. Approaches to Measuring Teaching Practice: Review of Seven Systems Tony Milanowski University of Wisconsin-Madison (With Contributions from Herb Heneman & Steve Kimball)

2. Teaching Assessment Links Competencies to HC Management Systems

3. Seven Assessment Approaches Classroom Assessment Scoring System (CLASS) Formative Assessment System Continuum of Teacher Development - New Teacher Center at University of California Santa Cruz Framework for Teaching & Framework adaption by the Cincinnati Public Schools National Board for Professional Teaching Standards Certification Assessments Teacher Advancement Program (National Institute for Excellence in Teaching) Performance Assessment for California Teachers (PACT) PRAXIS III © (Educational Testing Service)

4. Preliminary Conclusion 1 Considerable agreement on competencies –Engagement –Promote HOTS –Differentiation of instruction –Use of formative assessment –High expectations –Pedagogical content knowledge But specific differences in emphasis are worth noting –PACT & National Board assessments are most concerned with content & pedagogical content knowledge –CLASS has a special emphasis on teacher/student relationships –In Cincinnati, the emphasis is on standards

5. Preliminary Conclusion 2 Generic models can be customized by incorporating key elements of state or district strategy (Cincinnati, TAP) –Student standards –Curriculum alignment –Grade or subject teaming –Use of particular literacy or math approach

6. Preliminary Conclusion 3 Convergence on what is needed for reliable assessment –Clear standards & multi-level behavior-based rubrics –Assessor training –Accountability for accuracy The technology to reliably assess teaching exists –NB, PACT, CLASS, Cincinnati can all produce reliable ratings

7. Preliminary Conclusion 4 There is promising technology to improve the efficiency of teaching assessments –Videos & written reflections as used in NB & PACT can allow assessment outside of the school year –MyTeachingPartner based on CLASS shows how efficient formative assessment and coaching can work

8. Preliminary Conclusion 5 Some promising evidence on relationship to student achievement for: –CLASS –Cincinnati Framework adaptation –National Board –PACT predecessor (Connecticut BEST)

9. Preliminary Conclusion 6 One assessment method is not going to fit all HCM purposes –Performance tasks as used by NBPTS & PACT seem best for assessing content & pedagogical content knowledge –Need to add observational protocols to assess classroom management & student relationships But all assessments need to be aligned based on the same competency model

10. Specification 1.Underlying competency model should reflect drivers of student achievement & state/district strategies 2.System should be applicable to all grade levels/subjects/experience levels 3.Include performance tasks to assess content & pedagogical content knowledge 4.Use content-knowledgeable assessors

11. Specification 5.Include features that promote reliable and valid measurement –multi-level, behaviorally-anchored rating scales or rubrics –assessor training & accountability –multiple assessors/observations 6.Include features that promote teacher learning: –Feedback for teachers to understand their scores –Coaching and assistance for teachers who want to improve –Assessment embedded in a planned set of developmental activities as part of induction and intensive professional development

12. Our Tentative Roadmap 1.Develop competency model Student Achievement Goals Instructional Strategies What Teachers Need to Know & be Able to Do Current State/District Teaching Standards Competency Models Underlying Existing Teaching Assessments Competency Model

13. Roadmap 2.Decide on a high-leverage initial use –Full professional license –Tenure decision –Pay system 3.Develop assessment plan –Choose assessment methods suited to competencies to be assessed –Reliability & validity critical –Consider performance task “work samples” as core of assessment

14. Roadmap What might an assessment based on performance tasks/work samples look like? Based on instructional unit Teacher submits descriptions of students, unit/lesson plans, videos, assessments, student work & feedback, explanations of decisions & reflections Submitted electronically Scored externally by content-knowledgeable assessors

15. Roadmap 4.Pilot test & revise 5.Analyze assessment needs for other HCM uses & develop supporting assessments 6.Collect reliability & validity evidence from initial assessments and periodically thereafter

16. Roadmap 7.Consider combining teaching practice assessments with measures of student outcomes –Calibration: compare specific assessors’ scores with value-added; look for causes of big discrepancies –Complementary Measurement: using both value- added and practice assessments to provide multiple performance measures for some important human capital management decisions

17. How Can SMHC Move Forward on this Agenda?